单项选择题

下列每小题的四个选项中，只有一项是最符合题意的正确答案，多选、错选或不选均不得分。

1.Which of the following two-syllable words has adifferent stress patternfrom the***?

A.Typhoon

B.balloon

C.shampoo

D.crayon

[答案]D

2.Which of the following *** short vowel in English?

A./j/

B./e/

C./au/

D./w/

[答案] B

3.Mr. Smith is surprised to ***** Siamak has written_ essays on Victorian novels in his class.

A.the next

B.the other

C.the most

D.the more

[答案] C

4.That prestigious university has made it clear to all aoolicants that ***★can be_ for a scholarship this一quarter without a good internship.

A.eligible

B.legible

C.compliable

D.compliant

[答案] A

5.We are very sorry to announce that a couple of showrooms in thecastle are closed for ****

A.permanently

B.curently

C.eventually

D.perpetually

6.Would you ** a cup of coffee_ shall we get down to business rightaway?

A.or

B.and

C.then

D.otherwise

[答案] A

7.Alex specializes in_ medical science in this graduate school and plansto ****_doctor upon graduation.

A.a...the

B.the...a

C./..a

D.a...

[答案] C

8.The reason why 1 want**** up the plan is__ if i don' t, my employerwill be mad at me.

A.because

B.that

C.for

D.since

[答案] B

9.Which of the *** correctly describes ***semantic features of the word"girl"?

A.[-Human-Male- Adult]

B.[+Human+Male-Adult]

C.[+Human-Male+Adult]

D.[+Human-Male-Adult]

[答案] D

10.What is the relationship between the two sentences “The stress is on documentary and rightly so. Arty photographs are a bore."

A.Phenomenon-reason

B.Problem-solution

C.Instrument-achievement

D.Cause-consequence

[答案] A

11.Like and bike, bat and pat, look and book are examples of

used in teaching pronunciation.

A.alliteration

B.rhythm

C.weak forms

D.minimal pairs

[答案] D

12.When students are ***to listen to a *** and read after it, they ** doing

A.free practice

B.guided practice

C.meaningful practice

D.controlled practice

[答案] D

13.When designing a **, teachers should take the following aspects into*****EXCEPT_.

A.pacing and grouping

B.materials and sources

C.learning skills and strategies

D.teachers' interest and preferences

[答案] D

14.Which of the *** activities is suitable to be conducted ** the"****"stage?

A.Debating

B.****

C.****

D.Repeating

[答案] A

15.Which of the fo1*** might be most appropriate to developing students*** *thinking through reading?

A.Students read a story and study grammar rules.

B.Students listen to a story and read it aloud.

C.Students read a story and evaluate it.

D.Students read a story and recite it. .

[答案] C

16.When a**** says,"Sory, 1 didn"t get what you said.Can you say it***?" , he/she is__

A.offering an opinion

B.asking for advice

C.asking for clarification

D.checking instruction

[答案] C

17.When students take an end-of-term exam to assess how well they have learnt in the past term, they are taking a(n)

A.aptitude test

B.proficiency test

C.placement test

D.achievement test

[答案] D

18.Which of the **** is least important in developing school-basedteaching ****?

A.Students' level and interest.

B.Teachers' professional expertise.

C.The aim and need of your school.

D.The form of the teaching materials.

[答案] D

19.Which of the *** strategies *** best facilitate peer learning in writing?

A.Asking students to their peers' writing.

B Providing students with an evaluation checklist.

C.Encouraging students to give only positive feedback.

D.Instructing students to focus on only one type of eror.

[答案] A

20.According to the Input Hypothesis, a teacher should

A.provide students with whatever materials he/she can find

B.choose language materials lower than students' current level

C.provide students with as much authentic language as possible

D.choose language materials a lttle higher than students' current level

[答案] D

阅读理解，回答21-25题

Passage 1

I taught in a public*** for 10 years. Now, preparing pre-service teachers, I have a different perspective on their lives. Here are some truths I share with them.

As a young teacher, I ** that loving to be with kids would be enough to get me through long days. I discovered early on that teaching is a hardjob **.It'S so much more than helping kids and creating engaging assignments; it is conferences,***grading and paperwork.

No one told me that annual class pictures would document my out-of-date clothes, unfashionable hairstyles, and fluctuating body mass. Luckily, in my younger years, I instead mindlessly tossed them in a ** drawer and let them accumulate over the years, I am so glad I did. Those embarrassing class pictures now make up the bulk of my "why I love teaching" emergency box. On a day when I need some reminding of why I keep plugging along, I pull those *** out and flip through the memories I made with them. Don' t get me wrong, there are some pictures that make me ask, "How did we

ever survive?" But even those moments make me smile because we did survive and, in many cases,we thrived. They are a great reminder of how my work and passion have influenced those students'lives.

You have to come to the classroom with a deep understanding of your role and how it extends.Early on in my career, I complained to a colleague

that I was a classroom teacher, so why was I being asked to be a mom, nurse, custodian, therapist,social worker, cheer leader, and judge and jury? My

colleague said,***are what the kids need you to be at that moment." At the time, her advice didn' t help,but I later realized how right she was. Students are people too, and just like us grown-ups. Be empathetic and take care of your students' needs.That is the unwritten role of the teacher.

I'm probably not the first or last teacher to strive for perfection in every ***** spent too much time in my younger days thinking that once I had more experience with the curriculum, once I had a different mix of students, and once I mastered classroom ****. I would be able to deliver flawless lessons. What I have come to realize is that the land of perfect lessons doesn' t exist. We are human beings who are tasked with working with other*****. That adds up to a whole lot of fallible human beings in one classroom. You' II never be able to predict how every student **** in every moment or how you will adjust to the hurdles you face each day. Be as gentle, patient, and *** with yourself as you are with your students.

Those children in ** you are also the ***joy of their families.

You've been given the privilege of educating them.Parents are not hiding the good ones at home and sending you the rambunctious ones for ****. You

are getting the best they' ve got. Spend time building relationships.

You will want to quit and plan a new *** that has nothing to do with kid,****

twice as much and provides the freedom to use the restroom on a whim. You' II**a time when you will sit down to eat lunch. ****..I hope you will spend some time thinking about your "bigger purpose." And with that *** of purpose, I hope that you will pause and remember what brought you to the profession in the first place.

21. What has made the **** * understand those ***** roles of a teacher?

A.Her students' expectations.

B.Her collague' S timely advice.

C.Her sympathy with her students.

D.Her awareness of student' s needs.

[答案] D

22. Why does the *** call her desk drawer an“emergency box” in Paragraph 4?

A.Because it reminds her of her purpose of teaching when something unexpressed occurs.

B.Because it wakes up her memory of how they have pulled themselves through hard times.

C.Because it brings back her old and unfashionable image as a young teacher.

D.Because it records all sacrifices she has made for her students over the years.

[答案] A

23. Which of the **** summarizes the *** idea of Paragraph 5?

A.The notion of perfect lessons is not well grounded at all.

B.Good classroom management is essential to flawless lessons.

C.Kids are unaware of the mistakes their teachers make in class.

D.Both teachers and students tend to make mistakes in classroom.

[答案] A

24. What does the author *** to share with pre-service teachers at****end of the****7

A.Teachers are free to decide whether to quit or continue their jobs.

B.Don' t easily give up your teaching career considering its significance.

C.Don' t enter the workforce if you are not prepared with a bigger purpose.

D.Teachers are able to find jobs that are less demanding yet more rewarding.

[答案] B

25. Which of the following******in meaning to.

the underlined phrase "take a toll on "in the 1a*****.

A.Be in charge of

B.Be dependent on

C.Have an effect on

D.Take advantage of

[答案] C

阅读理解，回答26-30题

Passage 2

As a species, **** *incredibly smart. We tell stories, create magnificent art and astounding technology,build cities, and explore space. We haven't been around nearly as long as many other species, but in many respects we' ve accomplished more than any *. We eat them and they don' t eat us. We even run scientific***on them--and are thinking about re-creating

**** those that have gone extinct. But our intelligence comes with a curious caveat: our babies are among the dumbest-or,rather,the most helpless--that exist. A baby******an stand within an hour of birth, and can even***** flee predators on its frst day of life. A baby monkey can grasp its mother and hang on for protection and nourishment. **** infant

can' t even hold up its own head.

The evolution of ***intelligence isn' t something that Celeste Kidd had ever pondered. A developmental cognitive scientist who currently works at the University of Rochester, her work had focussed mostly on learning and decision-making in children. Over years of ***oung children, she became impressed with the average child' s level of sophistication. But when she looked at the ****sh encountered, she saw a baffling **** of

helplessness: How *** *they be so incompetent one second and so so soon ***** One day, she posed the question to her colleague Steven Piantadosi.

"Both of us wondered what could possibly justify the degree of helplessness human infants ** she told me ****. "Even other primate babies, like baby chimps, which are close in evolutionary terms, can cling onto their moms." She began to see a contradiction: ***are born quite helpless, far more so than any other primate, but, fairly early on, we start becoming quite smart, again far more so than any other primate. What if this weren' t *** so much as a causal pathway?

That' s the argument that Kidd and ***make in their new paper, published in a June issue of PNAS.Humans become so intelligent because *** infants

are so incredibly helpless, they argue; the one necessitates the other.

The theory is startling, but it isn't entirely new. *** have been pondering the peculiarities of our birth and its evolutionary significance for ***some ***. Humans *** to the subset of mammals,**** viviparous mammals, that give live birth to their young. This*** that infants must grow to a mature enough state inside the body to be born, but they can' t be so big that they are unable to come out. This leads to a trade-of: the more**

****an animal is, the larger its head generally is, but the birth canal imposes an upper limit o1n just how large that head can***it gets stuck. The brain, therefore,must keep maturing, and th*****continue growing,long after birth. *** intelligent an animal will eventually be, the mor*****immature its brain is at birth.

Researchers have long known **** * trade-off,***** the connection between brain size and neural density and intelligence. For instance, Robin **** found that the ratio of neocortical volume to brain size can predict the social-group size in a**** of species, **** bats, cetaceans, and primates,

while Simon Reader has demonstrated links in tool use and innovation to brain size in primates. Kidd and * **** new idea is that increased helplessness******mandates increased **** in parents--and that a runaway

selection dynamic can account for both. Natural selection favors humans with ******because those humans tend to be smarter. This may create evolutionary incentives for babies**** born at an even earlier developmental stage,**** require more intelligence to ***.* This creates the dynamic: over time,helpless babies make parents more ****.which makes babies more helpless, which makes the***** intelligent, and so on.

26.According to paragraph 1, *** of the following is true?

A.Some species are smarter than human beings.

B. Extinct species have been re-created by scientists.

C.Babies of other species are smarter than human infants.

D.Fewer species are earlier inhabitants than human beings.

[答案] C

27. What surprised* *** Kidd regarding children's *** maturation?

A.Infants' helplessness when they are born.

B.Children' S high intelligence when they grow up.

C.Children' S leap from helplessness to sophistication.

D.Children' S incompetence in learning and decision-making.

[答案] C

28. What can we *** form Paragraph 3 ** *brain development?

A.Babies' helplessness at birth is an indication of human intelligence

B.Other mammal brains are more mature than human brain at birth.

C.Only itelligent mammals give live birth to their babies.

D.All animal brains are equally immature at their birth.

[答案] A

29. What is the main **** author intends toconvey?

A.Newborns helplessness facilitates the development of parent' s intelligence.

B.The 1arger the brain of a species, the larger its social-group size.

C.Large brain size contributes to better tool use and innovation.

D.Human beings with large brains are not necessarily smarter.

[答案] A

30. Which of *** following title ***describes the passage?

A.Why are babies so dumb if humans are so smart?

B.Why do babies learn faster than other mammal babies?

C.Why is human' S intelligence higher than that of other animals?

D.Why is the development of human brains slower than that of other animals?

[答案] A

简答题

针对相关问题作出简明扼要的回答。

31.简述朗读(Reading aloud)在英语教学中的两个作用(8分)，写出教师需从哪两个方面指导学生朗读(6分)以及在指导过程中两个应该注意的事项。(6分)

[解析] (1)朗读在英语教学中的作用:

①提高英语听力能力

在日常教学中贯穿朗读教学，学生就能够把所学知识通过朗读储存在脑海中，在听力重现时，可以迅速提取关键信息，好地提高英语效率。

②有效地提高阅读水平

阅读的核心是理解，因此经常训练他们在反复诵读中理解文字,其语言理解力会不断增强，阅读水平也会随之提高。

(2)教师需从以下两方面指导学生朗读:

①朗读的内容要选取适当

选择适当的朗读内容有助于让学生在英语朗读学习过程中更有针对性地进行英语能力强化，减轻学生进行英语朗读学习的心理负担，直接有效地帮助提高学生的英语朗读能力。

②培养学生的朗读技巧

朗读要运用重音、节奏、语调等语音手段清晰地把词汇、句好文等语文字材料念出来,把语言材料中的思想感情表达出来。

(3)教师在指导学生朗读过程中应该注意的事项:

①朗读教学目标不明确

在指导学生朗读时，更多情况下课堂朗读重形式,轻目的，学生的朗读往往只停留在内容层面，无法读出文章感情和意图，也很少能读出意群、停顿或节奏感。因此教师应该培养学生从学习发音到能朗读,从正确朗读到流畅朗读,明确不同阶段朗读教学的目标和内容。

②忽视朗读方法的指导

机械反复、无目的性的模仿使得学生失去了朗读的兴趣。因此教师应该加强英语朗读训练，传授朗读技巧，从基本读谙、连读、重音、意群、语调和节奏等方面加强指导。

教学情景分析题

根据所给材料回答问题。

32.根据题目要求完成下列任务，国家通用语这字作答。

下面教学片段来自某初中英语教师的口语教学。

T: OK. Let's practice this dialogue.

Ss: ... (Ss don't know what to do.)

T: Well, you ask your partner“Do you like bananas?", your partner answers“Yes, I do.”If he or she doesn't like, then say“No, I don't like it".

Understand now?

Ss: OK.

(Ss read out the dialogue in the textbook in pairs.)

T: Now. (to one student) Does your partner like banana?

S1: Yes, he does.

T: (to another student) Does your partner like banana? .

S2: No, he don't.

T: No, no, no, no. He doesn't!

S2: Oh. Oh. Yes. He doesn't.

T: You must pay attention to that. OK? Now pleas read after me. Do you like bananas.

Ss: (in chorus) Do you like bananas?

T: Yes, I do.

Ss (in chorus) Yes, I do.

根据所给信息回答下面问题:

(1)该教学片段属于哪个教学环节(3分)?其教学目的是什么?(1分)

(2)指出该教学片段存在的三个问题。(12分)

(3)如何针对上述问题进行相应的改进?(12分)

[解析] (1)属于巩固和练习环节(Practice and consolid idation) 教学目的:练习可以及时反馈学生掌握知识、形成技能等各种信息从而更好地调整教学活动。反馈性的练习，以便使正确的得到强化、错误的得到纠正，及时调控教学进程提高课堂利用率保证教学质量。

(2)问题一:练习活动单一, 在练习阶段仅进行了机械性的操练问答活动，让学生照着书上的内容进行简单问答，利于启发式教学和培养学生的学习兴趣；

问题二:课堂指令不清晰，在操练前没有解释活动的内容、轼、要求等具体要求，导致学生不知从何练起；

问题三:显性纠错，学生出现错误时,教师采用直接纠错法，直接否定学生并给出正确答案，容易打击学生的自尊心和自信心，不利于启发式教学；

(3)课堂纠错要做到既鼓励学生流利地表达，又能使他们得到纠正而不影响学习积极性，方法很重要。1.无负担纠错:教师的纠错不能给学生带来心理负担，而应体现启发性、指导性和商讨性，对学生的错误予以适当的宽容。2.多倾听,多肯定,多重复。学生易错但正确表达出来的内容,让学生在对比甄别中发现自己的错误或知识盲区，达到纠错的目的。3.对学生的错误纠正用请求而非强迫，给学生一种平等的感觉。例如材料中的老师.可以用“Could you please pay more attention to this question?"代替”You must pay attention to that.“给予学生更多尊重，以学生为主体。

教学设计题

根据所给材料回答问题。

33.设计任务:请阅读下面的学生信息和语信素材，设计20分钟的听说教学方案。

教案没有固定格式，但须包含下列要点:

teaching objectives

teaching contents

key and difficult points

major steps and time allocation

activities and justifications

教学时间: 20分钟

学生概况:某城镇普通中学八年级第二学期学生,班级人数40人,多数学生已经达到义务教育英语课程标准的相应水平三。学生课堂参与积极性较高。

Helpline: Hello. Friendship Helpline. Who's calling, please?

Lingling: Hello. This is Lingling speaking.

Helpline: Hi, Lingling! How can I help you?

Lingling: I have a problem with my best friend.She is called... !

Helpline: No, don't tell me who she is. Tell me when the problem started.

Lingling: Yes. Well, we' ve been friends for five years. We got separated when we went to different schools last term, but we stayed in touch.

Helpline: So could you explain what happened then?

Lingling: This term, she came to study at my school. I was so happy at first. But she's so different.

Helpline: Can you tell me how she's different?

Lingling: She doesn't like me to see my other friends.

Helpline: Could I ask if you've mentioned this to her?

Lingling: Yes, but she refused to listen.

Helpline: OK, do you know why she treats you like that?

Lingling: No. I don't know.

Helpline: Maybe she doesn't feel very sure of herself in her new school.

Lingling: Maybe.

Helpline: She probably feels lonely without you.I'm sure she regrets hurting you. So be patient with her and explain to her that she can make friends with your other friends too. Try to introduce her to them.

Lingling: I see. T'll encourage her to join in more.Thanks.

Helpline: No problem.

Lingling. You're welcome.

[解析]暂无